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Sample Annotated Bibliography Some of your courses at Ashford University will require you to write an annotated bibliography. An annotated bibliography is a working list of references—books, journal articles, online documents, etc.—that you will use for an essay, research paper, or project. Although there are no strict formatting guidelines for the annotated bibliography itself, each reference should be cited in APA format. After each citation, provide a summary of the source, indicating how it will inform your essay, research paper, or project. Many pertinent ideas and supporting details come from analyzing and summarizing your sources. An annotated bibliography helps you get a head start on your assignment, and it encourages you to focus your topic as you assess each source, choosing the key ideas and sources that are most valuable for your assignment. Also, you can keep track of your sources as well as the correct formatting for each reference. Note: Many of the references listed here are older sources. Please be aware that some Ashford classes may require that students use sources that were published within the last five years. Provided below is a sample annotated bibliography. Annotated Bibliography Aslanian, C. B. (2001). Adult students today. New York, NY: The College Board. Exceptional resource for statistics on adult learners and their motivation for returning to school. The author presents a study spanning 20 years that illustrates extensive demographics including average age, income, travel distance, cost, ethnicity, gender, religion, and field of study. Brookfield, S. (n.d.). Adult learning: An overview. Retrieved from http://www.nl.edu/ace/Resources/Documents/AdultLearning.html Excellent and thorough article covering four major research areas: self-directed learning, critical reflection, experiential learning, and learning to learn. The author refutes current definitions of adult learning and motivation and proposes instead that culture, ethnicity, and personality have greater significance than are espoused in current descriptions of adult learners. This article is interesting to consider because it diametrically opposes the existing and widely accepted views on the subject. Donaldson, J. F., Graham, S. W., Martindill, W., & Bradley, S. (2000). Adult undergraduate students: How do they define their experiences and their success? Journal of Continuing Higher Education, 48(2), 2–11. Retrieved from the ERIC database. A small study confirming current thinking that adults return to school for primarily external reasons, e.g., a major life event or career advancement. The research further illustrates that actual success in learning comes from an internal locus of control that includes life experience, maturity, motivation, and self-monitoring. Marienau, C. (1999). Self-assessment at work: Outcome of adult learners’ reflections on pract ...
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Center for Writing Excellence © 2009 Apollo Group, Inc. All .docx
Center for Writing Excellence
© 2009 Apollo Group, Inc. All rights reserved
Annotated Bibliography
What is an annotated bibliography?
An annotated bibliography is a list of citations to books, articles, web pages, and other
documents. The reference citation is listed first and is followed by a brief description. The
annotation informs the reader of the relevance and quality of the sources cited.
What is the purpose of the annotated bibliography?
In certain classes, you will be asked to write an annotated bibliography, which sounds quite
intimidating, but is simply a brief summary of something you have read or consulted during the
course of your research on a given subject. The annotated bibliography has a structured format,
and the purpose for this is to provide the organizational tool you need to keep track of your
research and references. The bibliography may serve a number of purposes: illustrate the quality
of research, provide examples, review literature on a particular subject, or provide further
exploration of the subject.
Provided below is a sample annotated bibliography. Doctoral students should follow the
sample annotated bibliography provided in courses. This sample annotated bibliography may
differ in appearance from formatting required in the School of Advanced Studies.
Annotated Bibliography
Adult education. (2003). In Encyclopaedia Britannica online. Retrieved from
http://britannica.com
This is a good overview article from a well-known, non-specialized encyclopedia that
focuses on the various definitions of adult education. A brief history of adult education
worldwide is provided, as well as a discussion on the different modalities and delivery
methods of adult education. An in-depth discussion of Britain’s Open University is
included.
Aslanian, C. B. (2001). Adult students today. New York, NY: The College Board.
This is an exceptional resource for statistics about adult learners and their motivation
for returning to school. The author presents a study spanning 20 years that illustrates
Center for Writing Excellence
© 2009 Apollo Group, Inc. All rights reserved
extensive demographics, including average age, income, travel distance, cost, ethnicity,
gender, religion, and field of study.
Brookfield, S. (n.d.). Adult learning: An overview. Retrieved from
http://www.nl.edu/ace/Resources/Documents/AdultLearning.html
This is an excellent and thorough article covering four major research areas: self-
directed learning, critical reflection, experiential learning, and learning to learn. The
author refutes current definitions of adult learning and motivation and proposes instead
that culture, ethnicity, and personality have greater significance than are espoused in
the current myths that describe adult learners. This article is interesting to consider in
that it diametrically opposes the existing and widely accepted views on the subject.
Donaldson, J. F., ...
Purpose of General EducationPrepare As you prepare to write you.docx
Purpose of General Education
Prepare:
As you prepare to write your answer to the discussion question, think about the general education courses that you have taken as a university student. To help you address the prompts, carefully read the articles and websites that address the philosophy behind general education courses.
Reflect:
After reviewing websites and reading the journal articles, and in light of what you discovered in preparing to write your answer to the discussion question, consider, analyze, and explain why general education courses should be a significant part of every student’s education.
Write:
For this discussion, address the following prompts:
Provide at least three reasons why every student should be required to take general education courses. Explain your rationale.
Describe what you have learned from at least two specific courses (e.g., philosophy, history, or psychology) that illustrated usefulness in your daily life. For instance, what did you learn in history classes beyond just names, dates, and places? In literature courses, what did you learn about life, the university, and everything beyond the literary work itself?
Support your claims with examples from required material(s) and/or other scholarly sources, and properly cite any references. Be sure to include information from the websites and articles.
Your initial post should be at least 250 words in length.
Required Resources
Articles
Austin, M. W. (2011, April 13).
The value of general education
[Blog post]. Retrieved from https://www.psychologytoday.com/blog/ethics-everyone/201104/the-value-general-education
In this article, the author gives some reasons that support the importance of general education courses. The reasons for general education courses include: helping a student become a better citizen; increasing critical thinking skills; and providing students with a broad and deep education.
Dowd, M. (2015).
What is the purpose of taking general classes for a college degree?
Retrieved from http://education.seattlepi.com/purpose-taking-general-classes-college-degree-1876.html
In this article, the author explains the importance of breadth of learning. General education courses encompass several areas of study (social sciences, math, science, humanities and nature), which will help prepare students to think more analytically, consider many views on a topic and value cultural differences when they begin their advanced study courses.
Lewis, H. R. (2008).
A core curriculum for tomorrow's citizens
.
Education Digest
,
73
(5), 47-50. Retrieved from https://www.eddigest.com/
The full-text version of this article can be accessed through the ERIC database in the Ashford University Library. The author of this article expresses an opinion regarding how college students should have the freedom to choose what they want to learn instead of being forced to abide by the university’s core curriculum. This article also addresses citizenship and how it is important .
Review a current, peer-reviewed, primary research journal articl.docx
Review a
current, peer-reviewed, primary research journal article in your field
and write a summary.
Include the full citation in correct APA style, the purpose statement, the research questions, research design, data collection methods (naming or describing any instruments used), and a brief overview of the results and discussion. Include one to two sentences of how this article will be useful to your dissertation. Additionally, provide 1-2 sentences critiquing the article.
Please see an example below.
Gándara, P. (2002). A study of high school Puente: What we have learned about preparing Latino youth for postsecondary education
. Educational Policy
,
16
(4), 474‐495.
This article asks the question: What is the impact of the Puente program on student retention, attitudes, dispositions, and academic preparation? The study uses a mixed methods longitudinal design of Puente students (
n
= 1,000) and non‐Puente students (
n
= 1,000) selected from the same social science classrooms. The data sources for the 2,000 students included: student transcripts and data files, interviews with student, and observation of students. It was found from the mixed method data analysis that Puente students appear to be somewhat more likely to stay in school, their attitudes toward school are significantly more positive, their preparation for making college applications is stronger, their aspirations are higher, and they are more eager to identify with the label of good student than are non‐Puente students who are Latinos as well as those who are primarily White and Asian. This article is useful to the present study on retention in minority populations as it incorporates both a minority and non-minority group. Although the article was well-written, included a large sample size, and was thorough, the lit review supporting the study was weak and failed to include a theoretical framework to support the study.
.
The rigors of doctoral education and education as the chosen pro
The document discusses the rigors of doctoral education. It states that doctoral education is the highest level of academic and research training where students become authorities in their chosen field. It involves a rigorous process that culminates in a dissertation which is defended before a committee. Doctoral training aims to transform students into ultimate scholars through extensive specialized education and training them to be unbiased, scientific researchers who can conduct peer-reviewed, reproducible research. Rigor in doctoral education involves creating an environment where high-level learning is expected and supported for each student.
LILAC 2010: They can find it but they don't know what to do with it
A small group of upper-division undergraduate students were able to find peer-reviewed/scholarly research on their chosen topics, but then seemed to have problems integrating the information they found into their arguments. What does this mean for library instruction? For collection development? Do research-based projects result in student learning?
College of Doctoral StudiesRES-811 Topic 7 S.docx
College of Doctoral Studies
RES-811 Topic 7 Synthesis Resources
Learners will be asked to select two articles from the list below to strengthen the synthesis for the Topic 7 Enhanced Synthesis Paper.
Baker, V., & Lattuca, L. R. (2010). Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35(7), 807-827.
Beauchamp, C., Jazvac-Martek, M., & McAlpine, L. (2009). Studying doctoral education: Using Activity Theory to shape methodological tools. Innovations in Education & Teaching International, 46(3), 265-277.
Bieber, J. P. (2006). Conceptualizing the academic life: Graduate student's perspectives. The Journal of Higher Education, 77(6), 1009-1035.
Colbeck, C. L. (2008). Professional identity development theory and doctoral education. New
Directions for Teaching & Learning, 2008 (113), 9-16.
Foot, R., Crowe, A., Tollafield, K., & Allan, C. (2014). Exploring doctoral student identity development using a self-study approach. Teaching & Learning Inquiry The ISSOTLJournal Teaching & Learning Inquiry,2(1), 103-118.
Gardner, S., Jansujwicz, J., Hutchins, K., Cline, B., & Levesque, V. (2014). Socialization to interdisciplinary: faculty and student perspectives. Higher Education, 67(3), 255-271.
Malfroy, J., & Yates, L. (2003). Knowledge in action: Doctoral programmes forging new identities. Journal of Higher Education Policy & Management, 25(2), 119-129. doi:10.1080/1360080032000122606
Noonan, S. J. (2015). Doctoral pedagogy in stage one: Forming a scholarly identity. International Journal of Educational Leadership Preparation, 10(1), 2-28.
Switzer, V. (2009) Towards a theory of doctoral student professional identity development: A developmental networks approach. The Journal of Higher Education, 80(1), 1-33.
Weidman, J. C., & Stein, E. L. (2003). Socialization of doctoral students to academic norms. Research in Higher Education, 44(6), 641-656.
© 2013. Grand Canyon University. All Rights Reserved.
Running head: ENHANCED SYNTHESIS PAPER 1
2
ENHANCED SYNTHSIS PAPER
Enhanced Synthesis Paper
Student A. Sample
Grand Canyon University: RES-811
<Date>
<Note: Even though APA does not require the
date on a title page, it is a requirement for GCU papers.>
Reflection
This assignment requires a Reflection Section (250-300 words) addressing your revision process and how you incorporated your instructor’s feedback into the revised version. This section will receive its own page (similar to the format of an abstract). It will be located after the title page and before the Introduction.
Title
The title does not receive bold font, but the rest of the headings do. Provide an introduction that includes a brief description of each article and its purpose. Identify the three themes that emerged from your reading and how they will be discussed in the paper. Conclude the introduction with your thesis statement.
Theme One
Support your identified theme wi.
Ed Scholarship Annotated Bibliography Session
This document provides guidance on creating an annotated bibliography. It begins with an overview of the annotated bibliography assignment and its requirements. It then breaks down the process into 5 steps: finding sources, reading sources, identifying relevant sources, citing sources, and writing annotations. Examples of full annotations are provided following the APA and MLA formats. Key aspects of the summary and relevance sections of annotations are explained. The document aims to help students better understand how to strategically approach an annotated bibliography and write high-quality annotations.
CAAE_Annotated_Bibliography_FINAL
This document provides a summary of a literature review on alumni relations and advancement conducted by the Indiana University Lilly Family School of Philanthropy. Key findings from the literature are organized into areas of focus on alumni identity/affinity, generational attributes of alumni, and social contexts for giving/engagement. An annotated bibliography of relevant research from the past 15 years is also included, categorized by topics such as alumni/student affinity, engagement strategies, technology implications, and benchmarking/ROI. The review aims to identify gaps in current research to guide future studies in areas like longitudinal analyses of alumni behaviors and understanding technology's role in engagement.
Recommended
Center for Writing Excellence © 2009 Apollo Group, Inc. All .docx
Center for Writing Excellence
© 2009 Apollo Group, Inc. All rights reserved
Annotated Bibliography
What is an annotated bibliography?
An annotated bibliography is a list of citations to books, articles, web pages, and other
documents. The reference citation is listed first and is followed by a brief description. The
annotation informs the reader of the relevance and quality of the sources cited.
What is the purpose of the annotated bibliography?
In certain classes, you will be asked to write an annotated bibliography, which sounds quite
intimidating, but is simply a brief summary of something you have read or consulted during the
course of your research on a given subject. The annotated bibliography has a structured format,
and the purpose for this is to provide the organizational tool you need to keep track of your
research and references. The bibliography may serve a number of purposes: illustrate the quality
of research, provide examples, review literature on a particular subject, or provide further
exploration of the subject.
Provided below is a sample annotated bibliography. Doctoral students should follow the
sample annotated bibliography provided in courses. This sample annotated bibliography may
differ in appearance from formatting required in the School of Advanced Studies.
Annotated Bibliography
Adult education. (2003). In Encyclopaedia Britannica online. Retrieved from
http://britannica.com
This is a good overview article from a well-known, non-specialized encyclopedia that
focuses on the various definitions of adult education. A brief history of adult education
worldwide is provided, as well as a discussion on the different modalities and delivery
methods of adult education. An in-depth discussion of Britain’s Open University is
included.
Aslanian, C. B. (2001). Adult students today. New York, NY: The College Board.
This is an exceptional resource for statistics about adult learners and their motivation
for returning to school. The author presents a study spanning 20 years that illustrates
Center for Writing Excellence
© 2009 Apollo Group, Inc. All rights reserved
extensive demographics, including average age, income, travel distance, cost, ethnicity,
gender, religion, and field of study.
Brookfield, S. (n.d.). Adult learning: An overview. Retrieved from
http://www.nl.edu/ace/Resources/Documents/AdultLearning.html
This is an excellent and thorough article covering four major research areas: self-
directed learning, critical reflection, experiential learning, and learning to learn. The
author refutes current definitions of adult learning and motivation and proposes instead
that culture, ethnicity, and personality have greater significance than are espoused in
the current myths that describe adult learners. This article is interesting to consider in
that it diametrically opposes the existing and widely accepted views on the subject.
Donaldson, J. F., ...
Purpose of General EducationPrepare As you prepare to write you.docx
Purpose of General Education
Prepare:
As you prepare to write your answer to the discussion question, think about the general education courses that you have taken as a university student. To help you address the prompts, carefully read the articles and websites that address the philosophy behind general education courses.
Reflect:
After reviewing websites and reading the journal articles, and in light of what you discovered in preparing to write your answer to the discussion question, consider, analyze, and explain why general education courses should be a significant part of every student’s education.
Write:
For this discussion, address the following prompts:
Provide at least three reasons why every student should be required to take general education courses. Explain your rationale.
Describe what you have learned from at least two specific courses (e.g., philosophy, history, or psychology) that illustrated usefulness in your daily life. For instance, what did you learn in history classes beyond just names, dates, and places? In literature courses, what did you learn about life, the university, and everything beyond the literary work itself?
Support your claims with examples from required material(s) and/or other scholarly sources, and properly cite any references. Be sure to include information from the websites and articles.
Your initial post should be at least 250 words in length.
Required Resources
Articles
Austin, M. W. (2011, April 13).
The value of general education
[Blog post]. Retrieved from https://www.psychologytoday.com/blog/ethics-everyone/201104/the-value-general-education
In this article, the author gives some reasons that support the importance of general education courses. The reasons for general education courses include: helping a student become a better citizen; increasing critical thinking skills; and providing students with a broad and deep education.
Dowd, M. (2015).
What is the purpose of taking general classes for a college degree?
Retrieved from http://education.seattlepi.com/purpose-taking-general-classes-college-degree-1876.html
In this article, the author explains the importance of breadth of learning. General education courses encompass several areas of study (social sciences, math, science, humanities and nature), which will help prepare students to think more analytically, consider many views on a topic and value cultural differences when they begin their advanced study courses.
Lewis, H. R. (2008).
A core curriculum for tomorrow's citizens
.
Education Digest
,
73
(5), 47-50. Retrieved from https://www.eddigest.com/
The full-text version of this article can be accessed through the ERIC database in the Ashford University Library. The author of this article expresses an opinion regarding how college students should have the freedom to choose what they want to learn instead of being forced to abide by the university’s core curriculum. This article also addresses citizenship and how it is important .
Review a current, peer-reviewed, primary research journal articl.docx
Review a
current, peer-reviewed, primary research journal article in your field
and write a summary.
Include the full citation in correct APA style, the purpose statement, the research questions, research design, data collection methods (naming or describing any instruments used), and a brief overview of the results and discussion. Include one to two sentences of how this article will be useful to your dissertation. Additionally, provide 1-2 sentences critiquing the article.
Please see an example below.
Gándara, P. (2002). A study of high school Puente: What we have learned about preparing Latino youth for postsecondary education
. Educational Policy
,
16
(4), 474‐495.
This article asks the question: What is the impact of the Puente program on student retention, attitudes, dispositions, and academic preparation? The study uses a mixed methods longitudinal design of Puente students (
n
= 1,000) and non‐Puente students (
n
= 1,000) selected from the same social science classrooms. The data sources for the 2,000 students included: student transcripts and data files, interviews with student, and observation of students. It was found from the mixed method data analysis that Puente students appear to be somewhat more likely to stay in school, their attitudes toward school are significantly more positive, their preparation for making college applications is stronger, their aspirations are higher, and they are more eager to identify with the label of good student than are non‐Puente students who are Latinos as well as those who are primarily White and Asian. This article is useful to the present study on retention in minority populations as it incorporates both a minority and non-minority group. Although the article was well-written, included a large sample size, and was thorough, the lit review supporting the study was weak and failed to include a theoretical framework to support the study.
.
The rigors of doctoral education and education as the chosen pro
The document discusses the rigors of doctoral education. It states that doctoral education is the highest level of academic and research training where students become authorities in their chosen field. It involves a rigorous process that culminates in a dissertation which is defended before a committee. Doctoral training aims to transform students into ultimate scholars through extensive specialized education and training them to be unbiased, scientific researchers who can conduct peer-reviewed, reproducible research. Rigor in doctoral education involves creating an environment where high-level learning is expected and supported for each student.
LILAC 2010: They can find it but they don't know what to do with it
A small group of upper-division undergraduate students were able to find peer-reviewed/scholarly research on their chosen topics, but then seemed to have problems integrating the information they found into their arguments. What does this mean for library instruction? For collection development? Do research-based projects result in student learning?
College of Doctoral StudiesRES-811 Topic 7 S.docx
College of Doctoral Studies
RES-811 Topic 7 Synthesis Resources
Learners will be asked to select two articles from the list below to strengthen the synthesis for the Topic 7 Enhanced Synthesis Paper.
Baker, V., & Lattuca, L. R. (2010). Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35(7), 807-827.
Beauchamp, C., Jazvac-Martek, M., & McAlpine, L. (2009). Studying doctoral education: Using Activity Theory to shape methodological tools. Innovations in Education & Teaching International, 46(3), 265-277.
Bieber, J. P. (2006). Conceptualizing the academic life: Graduate student's perspectives. The Journal of Higher Education, 77(6), 1009-1035.
Colbeck, C. L. (2008). Professional identity development theory and doctoral education. New
Directions for Teaching & Learning, 2008 (113), 9-16.
Foot, R., Crowe, A., Tollafield, K., & Allan, C. (2014). Exploring doctoral student identity development using a self-study approach. Teaching & Learning Inquiry The ISSOTLJournal Teaching & Learning Inquiry,2(1), 103-118.
Gardner, S., Jansujwicz, J., Hutchins, K., Cline, B., & Levesque, V. (2014). Socialization to interdisciplinary: faculty and student perspectives. Higher Education, 67(3), 255-271.
Malfroy, J., & Yates, L. (2003). Knowledge in action: Doctoral programmes forging new identities. Journal of Higher Education Policy & Management, 25(2), 119-129. doi:10.1080/1360080032000122606
Noonan, S. J. (2015). Doctoral pedagogy in stage one: Forming a scholarly identity. International Journal of Educational Leadership Preparation, 10(1), 2-28.
Switzer, V. (2009) Towards a theory of doctoral student professional identity development: A developmental networks approach. The Journal of Higher Education, 80(1), 1-33.
Weidman, J. C., & Stein, E. L. (2003). Socialization of doctoral students to academic norms. Research in Higher Education, 44(6), 641-656.
© 2013. Grand Canyon University. All Rights Reserved.
Running head: ENHANCED SYNTHESIS PAPER 1
2
ENHANCED SYNTHSIS PAPER
Enhanced Synthesis Paper
Student A. Sample
Grand Canyon University: RES-811
<Date>
<Note: Even though APA does not require the
date on a title page, it is a requirement for GCU papers.>
Reflection
This assignment requires a Reflection Section (250-300 words) addressing your revision process and how you incorporated your instructor’s feedback into the revised version. This section will receive its own page (similar to the format of an abstract). It will be located after the title page and before the Introduction.
Title
The title does not receive bold font, but the rest of the headings do. Provide an introduction that includes a brief description of each article and its purpose. Identify the three themes that emerged from your reading and how they will be discussed in the paper. Conclude the introduction with your thesis statement.
Theme One
Support your identified theme wi.
Ed Scholarship Annotated Bibliography Session
This document provides guidance on creating an annotated bibliography. It begins with an overview of the annotated bibliography assignment and its requirements. It then breaks down the process into 5 steps: finding sources, reading sources, identifying relevant sources, citing sources, and writing annotations. Examples of full annotations are provided following the APA and MLA formats. Key aspects of the summary and relevance sections of annotations are explained. The document aims to help students better understand how to strategically approach an annotated bibliography and write high-quality annotations.
CAAE_Annotated_Bibliography_FINAL
This document provides a summary of a literature review on alumni relations and advancement conducted by the Indiana University Lilly Family School of Philanthropy. Key findings from the literature are organized into areas of focus on alumni identity/affinity, generational attributes of alumni, and social contexts for giving/engagement. An annotated bibliography of relevant research from the past 15 years is also included, categorized by topics such as alumni/student affinity, engagement strategies, technology implications, and benchmarking/ROI. The review aims to identify gaps in current research to guide future studies in areas like longitudinal analyses of alumni behaviors and understanding technology's role in engagement.
Karl r.wirth learning to learn
This document provides an overview of learning and discusses the need for new approaches to education. It notes that while college enrollment is high, many students lack important general knowledge and reasoning skills. Studies show current teaching methods are not effective and students often do not retain what they learn. There are calls from employers, educators, and organizations for graduates to have skills like teamwork, communication, problem solving and lifelong learning. The focus of education is shifting from teaching to learning, with teachers taking on more of a facilitator role. The ultimate goal of higher education should be developing students' ability to learn on their own through their lives.
DetailsBefore beginning the synthesis process, it is important .docx
Details:
Before beginning the synthesis process, it is important to become acquainted with the analysis and comparison of empirical articles. In the previous assignment, you engaged with the Comparison Matrix, a tool for analysis and comparison of empirical articles. In this assignment, you will take the next step toward synthesis and write about your observations of the articles you compared using the Comparison Matrix.
General Requirements:
Use the following information to ensure successful completion of the assignment:
· Refer to the Comparison Matrix you completed
· Review: Weidman, J. C., & Stein, E. L. (2003). Socialization of doctoral students to academic norms. Research in Higher Education, 44(6), 641-656.
· Review: Baker, V., & Lattuca, L. R. (2010). Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35(7), 807-827.
· Review: Visser, L., Visser, Y. L., & Schlosser, C. (2003). Critical thinking distance education and traditional education. Quarterly Review of Distance Education, 4(4), 401-407.
· Doctoral learners are required to use APA style for their writing assignments.
Directions:
Locate the Comparison Matrix you completed in the Module 2 assignment. Using the outline you developed, the information from the Comparison Matrix. Write a paper (1,000 words) that compares all three of the articles. Do that by including the following:
1. A statement of common elements and themes addressed in each of the three articles.
2. A statement of the conclusions that can be drawn when the articles are taken together as a single entity. What is the overall message of the group of articles?
WRITING ASSIGNMENT
The paper should include the following:
WORD COUNT: 1500 words max.
Introduction. The introduction should engage the reader with a strong opening statement. It should also provide context for the paper, introduce the researchers and their studies (including the purpose of the studies), and include a thesis statement that serves as a roadmap for the reader.
Comparison of Research Questions. Open the section with a sentence that engages the reader and gives a peak into your analysis. Please discuss the main ideas behind the research questions, as well as the researcher’s approach to exploring these questions. Did they use mixed methods, quantitative, or qualitative methods? Mention the number of hypotheses (quantitative) or research questions (qualitative), but do not list the research questions. Remember to compare the approaches and discuss similarities and differences.
Comparison of Literature Reviews. This section should analyze the research the authors use to support their studies. Do not take this section lightly. You want to point out the theory and/or main research the author’s used to set up their study, and if possible mention why. Did all the studies take the same approach, such as using similar authors for support? Do they al.
They can find it, but they don't know what to do with it: describing the use ...
They can find it, but they don't know what to do with it: describing the use ...IL Group (CILIP Information Literacy Group)
The document summarizes a study on undergraduate students' use of scholarly literature in research papers. The study found that students had difficulty integrating scholarly sources and making connections between the literature and their own experiences. Most students either summarized sources separately or made few connections. Some students organized evidence but did not analyze similarities or differences. The study assessed student work using an information literacy rubric and found that developing students made some connections while integrating students were able to synthesize sources and relate them to personal experiences throughout their papers.PLEASE RESPOND TO BOTH POST BELOWProvide substantive responses t.docx
PLEASE RESPOND TO BOTH POST BELOW
Provide substantive responses to BOTH that add value to the discussion by presenting alternative points of view, asking thought-provoking questions, engaging in respectful critique, and/or adding additional support to course participants’ viewpoints;
(125-150 words each);
1ST POST PLEASE RESPOND TO TRINA’S POST
Starting in the doctoral program presented some challenges for me. Having a master’s degree, I attempted to compare the two academic journeys, now realizing how different they are. Having the support of the professor has truly assisted me in the process of earning a doctoral degree. The course provided insight on the beginning stages of doing research and enhanced scholarly writing. First, deciding on a topic to research and applying the most effective research design that would be most effective in presenting your point of view. After researching the various research designs, I’ve come to realize that a mixed method research design, involving combining or integrating qualitative and quantitative research and data (Creswell, 2014), will be utilized for my research.
Mixed methods focus on:
· Both predetermined and emerging methods
· Both open- and closed- ended questions
· Multiple forms of data drawing on all possibilities
· Statistical and text analysis
· Across databases interpretation (Creswell, 2014).
In one of the course discussions, we were to interview a previous doctoral student and their process on completing their program. In my interview, the individual talked about the importance of their literature review. According to the text, “literature review is the search for related literature on the chosen topic. It is to share with the reader the results of other studies that are closely related to the one being undertaken. It provides a framework for establishing the importance of the study as well as a benchmark for comparing the results with other findings.” (Creswell, 2014). It also relates to the larger, ongoing dialogue in the literature, filling in gaps and extending prior studies (Cooper, 2010) (Marshall, 2011).
TRINA’S CONTINUE
Annotated Bibliography
Isik, U., El Tahir, O., Meeter, M., Heymans, M., Jansma, E., & Croiset, G. &. (2018). Factors Influencing Academic Motivation of Ethnic Minority Students: A Review. SAGE Open, 1-23.
I have chosen to do my research on minority students in post-secondary education, comparing the differences in proprietary institutions, community colleges and career schools. In the article, “Factors Influencing Academic Motivation of Ethnic Minority Students: A Review”, the authors researched factors that may influence motivation of ethnic minority students from their own perspective. The study was based on qualitative measures using meta-ethnography and quantitative measures using meta-analysis. There were positive and negative influences affecting the motivation of the minority students involved in the research. The influences included individual, fami ...
Assignment PurposeThis assignment provides you with an oppo.docx
Assignment Purpose:
This assignment provides you with an opportunity to develop your ability to smoothly and correctly integrate sources into your own written work in APA style. It is worth a possible 70 points.
Assignment Description:
Read the original source below. Then read samples 1-5 that incorporate a quotation from the passage. If the sample correctly integrates the quotation into the sentence, select
Acceptable
. If not, select
Unacceptable
and then write a version that correctly integrates the source.
The final prompt, number 6, provides a section of the text that you will paraphrase.
Original source:
One of the important factors that allows for information literacy to develop in community colleges is the philosophical commitment to teaching and learning. Faculty members spend little time on scholarly research, allowing them more time for interacting with students and for collaboration and professional development. A recent survey by the Higher Education Research Institute at the University of California at Los Angeles found that 64 percent of fulltime community college faculty members spend thirteen or more hours each week actually teaching. About half of the surveyed faculty spend another five to twelve hours preparing to teach, grading, and
reading
student papers. Fewer than 12 percent spend five or more hours per week on research or scholarly writing. The same survey indicated that 85 percent of the participating community college faculty agreed "strongly" or "somewhat" that faculty at their institutions are interested in students' personal problems and that 83 percent agreed "strongly" or "somewhat" that faculty members are interested in the academic problems of undergraduates.
The learning college principles and the emphasis on learning are a natural fit with information literacy, particularly given information literacy's solidification in the ten years since the Branch and Gilchrist article was published. Association of College and Research Libraries’ (ACRL) Information Literacy Competency Standards for Higher Education came four years after the article. For example, accrediting agencies, professional organizations, and state departments of education recognize information literacy as a necessary part of higher education. This mandate from outside the library has been an important tool in developing new and expanding existing information literacy instruction programs. The outside forces encourage acceptance internally and create opportunities to incorporate information literacy in the curriculum in new ways.
Warren, L. A. (2006). Information literacy in community colleges focused on learning.
Reference & User Services Quarterly, 45
(4), 297-303.
1. (Warren, 2006, p. 298) believes that “the philosophical commitment to teaching and learning” is what creates an environment where information literacy can flourish.
Acceptable
Unacceptable
2. Warren (2006) notes that faculty “preparing to teach, gradin.
EDU 7101 4: Library Research and Exploring Your Area of Interest
This is a North Central University course (EDU 7101-4) Assignment 4: Library Research and Exploring Your Area of Interest. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
EDUC 7101 Assignment 4: Library Research
This is North Central University course (EDUC 7101), Assignment 4 . It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
SOC391FAS361 Research Methods PROJECT PIECE #2 WRI.docx
SOC391/FAS361: Research Methods
PROJECT PIECE #2:
WRITING A LITERATURE REVIEW
OVERVIEW
A literature review is a formal way of gathering relevant and trustworthy information
about a topic of interest. In APA-formatted research papers, the literature review is
often incorporated into the introduction. It serves to introduce your reader to your
topic, convey your research question, justify the need and relevance of your topic, and
present your hypotheses.
A key part of a literature review is synthesizing information (not just presenting the
information)! This concept might be foreign to many students (and difficult to grasp at
first), but it is something that will help you be better able to seek out information from
multiple sources and then present it in an organized way to convey your goal or
purpose (again, something that will likely be needed for a future job or research). Be
sure to review the video and posted resources on the Blackboard course site for a more
detailed discussion of a literature review!
INSTRUCTIONS
1. This project piece will center on the research question that you selected in
Project Piece 1. For your remaining project pieces (and your final project), you
will work on developing, investigating, and writing about this topic.
2. Carefully review the information about finding sources and creating literature
reviews on Blackboard.
3. Conduct a review of the literature on your selected topic. Become familiar with
research available on your topic and variables of interest (outcome and
predictor variables).
a. You will want to focus your search on materials that are appropriate for
an academic paper, including journal articles and books. (Review
distinguishing scholarly articles and other types of information and how to
search for scholarly articles on Blackboard). As discussed in the literature
reviews lecture, searching through materials is often a two-step process.
At the beginning of your research process, you will likely gather more
information and references than you will include in your final paper!
Cutting down these sources and integrating/synthesizing them for your
paper will be a very important step!
4. Once you have reviewed the literature, develop a hypothesis! Do you think both
independent variables will be related to your dependent variable? Or just one?
What direction do you think those relationships will be? Review pages 56-59 of
SOC391/FAS361: Research Methods
your textbook for more information on how to construct a hypothesis. You will
integrate this hypothesis into your literature review, but it can be helpful to think
about what you expect before you write your literature review!
5. Write a 3-4 page literature review in APA 6 format (size 10-12 Times New Roman
font with 1-inch margins) that introduces your topic, describes what research has
been done on your outcome variable, discusses what research ha.
Essay plan and structure dw ss_new
The document provides instructions for structuring an essay, including analyzing the question, grouping source materials, taking notes, constructing a thesis statement, writing an outline, finalizing references and citations, editing drafts, getting feedback, and writing a first draft. It discusses developing a thesis statement that takes a stance and is narrow enough to fully support, and includes examples of a reading grid, synthesis grid, and paragraph structure for writing the body of an essay.
Assignment 1 What Is Special About Special Education Research.docx
Assignment 1: What Is Special About Special Education Research?
Effective researchers in the field of special education are acutely aware of the challenges inherent in their investigations. Working with children with exceptionalities brings particularly important responsibilities. These responsibilities include careful attention to the treatment of subjects, validity, and the use of results. Furthermore, theories must be studied using a robust measurement of appropriate variables and a respective statistical analysis.
For this Assignment, you will analyze the challenges facing special education research today as well as evaluate the role and importance of key research elements to the field of special education research.
To prepare:
· Review the required and additional Learning Resources for this module. Pay particular attention to the types of challenges facing the field of special education, research gaps in the literature, and how each may be addressed with valid measurement, theory, and study.
· Consider the role and importance of the following in special education research:
o Measurement
o Theory
o Variables
o Statistical analysis methods
Develop
a 5–8 page paper to utilizing the following section headings:
1.
Challenges to research practices in special education
a. Explain the challenges posed to those who design, implement, and utilize the results of research in the field of special education.
2.
The purpose of measurement in special education
a. Explain the important role and purpose of measurement in supporting valid research in special education.
3.
The role of theory and effective practice
a. Explain the importance of a clearly articulated theory in providing a foundation from which to conduct research and identify effective practices.
4.
Identification of variables
a. Explain the importance of, and process for, identifying research variables.
5.
Statistical methods used in special education
a. Explain the role of specific methods of statistical analysis, and their importance in conducting valid research in special education.
Support your position with specific references to and examples from the Learning Resources, outside peer reviewed research, and personal experience.
Note:
For this Assignment and all scholarly writing in this course and throughout your program, you will be required to use APA style (6th edition). Please use the Walden Writing Center as a resource as you complete assignments. Additionally, review the rubric for requirements for the use of APA style and citation. Points will be deducted for each submission if you do not strictly and accurately use correct APA citations each time you submit your work throughout the course.
Learning Resources
Note:
To access this module’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Required Readings
Florian, L. (Ed.). (2014).
The SAGE handbook of specia.
Week 6 referencing
The document provides guidance on referencing sources in APA style. It discusses the two aspects of referencing: in-text citations and reference lists. Examples are given for how to reference different source types like books, journal articles, and electronic sources. Key points include only referencing information that needs to be cited, following guidelines like APA consistently, and providing a reference list in alphabetical order with full reference details for all cited sources.
Analysis Of Research Trends In Dissertations And Theses Studying Blended Lear...
This document analyzes 205 doctoral dissertations and master's theses about blended learning from the past decade. It finds that research on blended learning has grown significantly in recent years. Most studies examined blends in higher education, with fewer looking at K-12 or corporate contexts. Common research methodologies included qualitative analysis, inferential statistics, and descriptive statistics. Studies covered topics like learner outcomes, instructional design, interaction, technology use, and professional development. The document aims to identify trends in blended learning research and highlight opportunities for future work.
Read one of the articles listed below based on the topic of research.docx
Read one of the articles listed below based on the topic of research you selected in Week 1.
Childhood diabetes
Cammarata, C., Meyer, K. J., Geffken, G., Felipe, D., et al. (2009). Psychosocial issues that affect youth with diabetes.
American Journal of Health Education
,
40
(5), 277–281. Retrieved from the Walden Library databases.
Alcohol use in adolescents
Chuang, Y.-C., Ennett, S. T., Bauman, K. E., & Foshee, V. A. (2009). Relationships of adolescents' perceptions of parental and peer behaviors with cigarette and alcohol use in different neighborhood contexts.
Journal of Youth and Adolescence
,
38
, 1388–1398. Retrieved from the Walden Library databases.
Skin cancer in young women
Pettijohn, T. F., , II, Pettijohn, T. F., & Geschke, K. S. (2009). Changes in sun tanning attitudes and behaviors of U.S. college students from 1995 to 2005.
College Student Journal
,
43
(1), 161–165. Retrieved from the Walden Library databases.
Cardiovascular disease in the minority population
Graham-Garcia, J., Raines, T. L., Andrews, J. O.,, & Mensah, G. A. (2001). Race, ethnicity, and geography: Disparities in heart disease in women of color.
Journal of Transcultural Nursing
,
12
, 56–67. Retrieved from the Walden Library databases.
Childhood immunizations
Findley, S. E., Irigoyen, M., Sanchez, M., Stockwell, M. S., et al. (2008). Effectiveness of a community coalition for improving child vaccination rates in New York City.
American Journal of Public Health
,
98
, 1959–1962. Retrieved from the Walden Library databases.
Long-term care for patients with Alzheimer's disease
McClendon, M. J, Smyth, K. A., & Neundorfer, M. M. (2006). Long-term-care placement and survival of persons with Alzheimer's disease.
The Journals of Gerontology
,
61B
(4), 220-227. (see your week 2 resources area to view the article).
Cultural impact of posttraumatic stress disorder
Nayback, A.-M. (2008). Health disparities in military veterans with PTSD: Influential sociocultural factors.
Journal of Psychosocial Nursing & Mental Health Services
,
46
(6), 43–51. Retrieved from the Walden Library databases.
Privacy with electronic health records
Dimitropoulos, L., & Rizk, S. (2009). A state-based approach to privacy and security for interoperable health information exchange.
Health Affairs
,
28
, 428–434. Retrieved from the Walden Library databases.
To complete
this Application Assignment, write a 2- to 4-page paper answering the following questions:
Abstract and Citation
Did the title assist in identifying whether the article would pertain to your research topic? Why?
Does the abstract clearly summarize the main features of the article? How?
Research Question
Is the research problem easy to identity? Summarize the research problem.
What is the specific research question being asked?
Is the article relevant to the research question you developed? Why or why not?
Source
Was the article a primary or secondary source?
References
How many references does it include?
Are the ref.
EDU 6580
The document provides an overview of a library instruction session on finding and citing scholarly resources. It discusses how to identify scholarly resources, effectively search the library's databases, and cite sources in APA style. Tips are provided on conducting keyword and subject searches. Students are directed to resources for education research, including the library website, research guides, databases, and citation help.
Reference as teaching: Breaking barriers for international students
This document discusses barriers international students face when using library reference services and proposes teaching strategies to overcome these barriers. It finds international students have difficulties with communication, library skills, and knowledge. Their communication is affected by language issues, cultural differences, and negative views of librarians. Their library skills and knowledge are limited by unfamiliar systems and lack of experience. The document suggests learner-centered teaching strategies like empathy, practice, and clear explanations to address these challenges.
Next Generation School Accountability Report-Final
This report proposes moving from Oklahoma's current A-F school grading system to a next generation accountability system called the Educational Quality and Improvement Profile (EQuIP). EQuIP is intended to better support the state's goal of ensuring all students are college and career ready by providing a more comprehensive and transparent assessment of school performance. EQuIP would report not just student outcome data but also meaningful information about school resources and processes that impact student achievement to help schools drive their own continuous improvement efforts. The report finds limitations in the current A-F system and outlines key principles and a two-stage framework for next generation accountability that places greater emphasis on formative feedback to inform school-level decision making.
Running head IDENTITY AND DEFEND1DOCTORAL IDENTITY 4.docx
Running head: IDENTITY AND DEFEND 1
DOCTORAL IDENTITY 4
The Transition of Doctoral student into independent scholar
Grand Canyon University
RES 850
January 20, 2020.
Pifer, M. J., & Baker, V. L. (2016). Stage-based challenges and strategies for support in doctoral education: A practical guide for students, faculty members, and program administrators. International Journal of Doctoral Studies, 11(1), 15-34.
The current article, which appears in, International Journal of Doctoral Studies, is authored by experienced doctoral authors, Meghan J. Pifer and Vicki L. Baker. The authors synthesize a research concerning doctoral studies by systematically considering how the research on doctoral studies can best inform the scholars and their supporters in the doctoral journey. (Pifer and Baker, 2016)
In their findings, these authors bring out three primary phases of doctoral education: Knowledge consumption (first-years joining school and cultivating their identities as doctoral learners); knowledge creation (the candidacy exams, coursework completion and development of the proposal, defense and dissertation); and knowledge enactment (learners endorse the sociocultural and technical knowledge they gained to engross scholar roles).
These authors assert that program effectiveness and success of the student in the doctoral journey would be promoted and elevated through effective communication of policies and guidelines, acceptance and support of culture, resource investment, and regular and frequent feedbacks by faculty administrators and members concluded by reminding those in the doctoral process on the importance of comprehending the three stages and therefore creating awareness of the potential challenges through their transition in the doctoral journey. (Pifer and Baker, 2016)
They encourage proactive responses to the challenges. However, this stage model research and experiences are analyzed from the authors’ own perspective and therefore influenced by their academic biases. (Pifer and Baker, 2016)
Smith, A. E., & Hatmaker, D. M. (2014). Knowing, doing, and becoming: professional identity construction among public affairs doctoral students. Journal of Public Affairs Education, 20(4), 545-564.
This article, found in the Journal of Public Affairs Education, has been authored by Amy E. Smith and Deneen M. Hatmaker, who are prominent leaders in public universities. They examine the process of training and preparing doctoral scholars to become researchers in public domains. The article highlights the construction processes of professional identity and socialization as the primary elements in this public domain doctoral process. It asserts that professional socialization enhances the development of knowledge and the skills which brace the doctoral students for a better understanding of the expectations, behavior, and cultural norms. As a result, the students become fit for carrying out research.
Prof.
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Referencing and Its Styles And Citation.pptx
Referencing is an essential aspect of academic and scholarly writing that ensures proper attribution of sources, demonstrates research integrity, and helps readers find the materials used to support the writer's arguments. Referencing is the practice of acknowledging the sources of information used in a piece of academic or scholarly work. When conducting research, writers often consult various books, articles, websites, and other materials to gather information and support their arguments.
Why Referencing?
Giving Credit to Original Authors: Referencing allows writers to acknowledge and give credit to the original authors or creators of the information, ideas, or quotes used in their work. It demonstrates academic integrity and ethical research practices by recognizing the contributions of others.
Allowing Verification and Further Exploration
Avoiding Plagiarism
Demonstrating Extensive Research
Following Academic Standards: Different academic disciplines and institutions often have specific referencing styles they prefer (e.g., APA, MLA, Chicago).
What is Citation?
Citations can appear as in-text citations, which are brief references within the body of the paper, or as footnotes/endnotes, depending on the citation style being used. In-text citations are more common and are typically used in styles like APA (American Psychological Association) and MLA (Modern Language Association).
When a writer includes a citation in their work, they are essentially pointing readers to the exact source from which the information was obtained. This is typically done by mentioning the author's name, publication year, and, if applicable, page numbers.
Citation, in the context of academic or scholarly writing, refers to the act of providing a reference or acknowledgment within the text to indicate the source of specific information, ideas, or quotes used in the paper. Citations are used to give credit to the original authors or creators of the information being used and to allow readers to locate the full reference in the bibliography or reference list.
Popular Referencing Styles
There are different referencing styles, such as APA (American Psychological Association), MLA (Modern Language Association), Chicago, Harvard, and others. Each style has its own specific format and guidelines for citing different types of sources, including books, journals, websites, interviews, and more. These styles dictate how to present the author's name, publication year, title, publisher, page numbers, and other relevant details in a consistent and standardized manner.
What is APA Style:
The American Psychological Association (APA) introduced the seventh edition of its Publication Manual in 2019, which brought some changes and updates to the citation and referencing guidelines. Here are examples of how to format references in APA style for various types of educational research sources according to the seventh edition:
Examples of APA Styles
Reference entry for a journal article: John
NCPEA 2012 The Future As We See It
This document summarizes a study conducted by seven professors exploring what schools and universities may look like in the mid-21st century. The professors analyzed blog responses from five junior faculty members to identify key themes. Two major themes that emerged were the sociopolitical-economic nexus with education, and the technology nexus with education. For the sociopolitical-economic nexus, blog responses highlighted concerns about the growing influence of politics and corporations on education policy and the threats this poses to public education. Respondents called for educational leaders to become stronger advocates for public education. The second theme examined the growing impact of technology on education.
According to the NASW Code of Ethics section 6.04 (NASW, 2008), .docx
According to the NASW Code of Ethics section 6.04 (NASW, 2008), social workers are ethically bound to work for policies that support the healthy development of individuals, guarantee equal access to services, and promote social and economic justice.
For this Discussion
, review this week’s resources, including
Working with Survivors of Sexual Abuse and Trauma: The Case of Rita
and “The Johnson Family”. Consider what change you might make to the policies that affect the client in the case you chose. Finally, think about how you might evaluate the success of the policy changes.
By Day 3
Post
an explanation of one change you might make to the policies that affect the client in the case. Be sure to reference the case you selected in your post. Finally, explain how you might evaluate the success of the policy changes.
Working With Survivors of Sexual Abuse and Trauma: The Case of Rita
Rita is a 22-year-old, heterosexual, Latina female working in the hospitality industry at a resort. She is the youngest of five children and lives at home with her parents. Rita has dated in the past but never developed a serious relationship. She is close to her immediate and extended family as well as to her female friends in the Latino community. Although her parents and three of her siblings were born in the Dominican Republic, Rita was born in the United States.
A year ago, Rita was sexually assaulted by an acquaintance of a male coworker. Rita and a female coworker met Juan and Bob after work at a local bar for a light meal and a few drinks. Because Rita had to get up early to work her shift the next day, Bob offered to drive her home. Instead of taking Rita directly home, however, he drove to a desolate spot nearby and assaulted her. Afterward, Bob threatened to harm her family if she did not remain silent and proceeded to drive her home. Although Rita did not tell her family what happened, she did call our agency hotline the next day to discuss her options. Because Rita’s assault occurred within the 5-day window for forensic evidence collection of this kind, Rita consented to activation of the county’s sexual assault response team (SART). Although she agreed to have an advocate and the sexual assault nurse examiner (SANE) meet her at the hospital, Rita tearfully stated that she did not want to file a police report at that time because she did not want to upset her family. The nurse examiner interviewed Rita, collected evidence, recorded any injuries, administered antibiotics for possible sexually transmitted infections, and gave Rita emergency contraception in case of pregnancy. The advocate stayed with Rita during the procedure, supporting her and validating her experience, and gave her a referral for individual crisis counseling at our agency.
My treatment goals for Rita included alleviation of rape trauma syndrome symptoms that included shame and self-blame, validation of self-worth and empowerment, and processing how it would feel to discl.
According to the text, crime has been part of the human condition si.docx
The document provides instructions for a 4-6 page paper on criminal law. It asks the student to:
1) Determine if the Ex Post Facto Clause can prohibit increased federal minimum sentencing guidelines and provide a rationale.
2) Explain the distinction between criminal, tort, and moral wrongs, and support or criticize the premise that moral laws have higher standards than criminal law.
3) Identify and discuss the differences between solicitation and conspiracy to commit a crime, and support or criticize the unilateral approach to conspiracy convictions.
4) Identify the four goals of criminal law and discuss how they effectuate protecting the public and preventing innocent convictions.
More Related Content
Similar to Sample Annotated Bibliography Some of your courses a.docx
Karl r.wirth learning to learn
This document provides an overview of learning and discusses the need for new approaches to education. It notes that while college enrollment is high, many students lack important general knowledge and reasoning skills. Studies show current teaching methods are not effective and students often do not retain what they learn. There are calls from employers, educators, and organizations for graduates to have skills like teamwork, communication, problem solving and lifelong learning. The focus of education is shifting from teaching to learning, with teachers taking on more of a facilitator role. The ultimate goal of higher education should be developing students' ability to learn on their own through their lives.
DetailsBefore beginning the synthesis process, it is important .docx
Details:
Before beginning the synthesis process, it is important to become acquainted with the analysis and comparison of empirical articles. In the previous assignment, you engaged with the Comparison Matrix, a tool for analysis and comparison of empirical articles. In this assignment, you will take the next step toward synthesis and write about your observations of the articles you compared using the Comparison Matrix.
General Requirements:
Use the following information to ensure successful completion of the assignment:
· Refer to the Comparison Matrix you completed
· Review: Weidman, J. C., & Stein, E. L. (2003). Socialization of doctoral students to academic norms. Research in Higher Education, 44(6), 641-656.
· Review: Baker, V., & Lattuca, L. R. (2010). Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35(7), 807-827.
· Review: Visser, L., Visser, Y. L., & Schlosser, C. (2003). Critical thinking distance education and traditional education. Quarterly Review of Distance Education, 4(4), 401-407.
· Doctoral learners are required to use APA style for their writing assignments.
Directions:
Locate the Comparison Matrix you completed in the Module 2 assignment. Using the outline you developed, the information from the Comparison Matrix. Write a paper (1,000 words) that compares all three of the articles. Do that by including the following:
1. A statement of common elements and themes addressed in each of the three articles.
2. A statement of the conclusions that can be drawn when the articles are taken together as a single entity. What is the overall message of the group of articles?
WRITING ASSIGNMENT
The paper should include the following:
WORD COUNT: 1500 words max.
Introduction. The introduction should engage the reader with a strong opening statement. It should also provide context for the paper, introduce the researchers and their studies (including the purpose of the studies), and include a thesis statement that serves as a roadmap for the reader.
Comparison of Research Questions. Open the section with a sentence that engages the reader and gives a peak into your analysis. Please discuss the main ideas behind the research questions, as well as the researcher’s approach to exploring these questions. Did they use mixed methods, quantitative, or qualitative methods? Mention the number of hypotheses (quantitative) or research questions (qualitative), but do not list the research questions. Remember to compare the approaches and discuss similarities and differences.
Comparison of Literature Reviews. This section should analyze the research the authors use to support their studies. Do not take this section lightly. You want to point out the theory and/or main research the author’s used to set up their study, and if possible mention why. Did all the studies take the same approach, such as using similar authors for support? Do they al.
They can find it, but they don't know what to do with it: describing the use ...
They can find it, but they don't know what to do with it: describing the use ...IL Group (CILIP Information Literacy Group)
The document summarizes a study on undergraduate students' use of scholarly literature in research papers. The study found that students had difficulty integrating scholarly sources and making connections between the literature and their own experiences. Most students either summarized sources separately or made few connections. Some students organized evidence but did not analyze similarities or differences. The study assessed student work using an information literacy rubric and found that developing students made some connections while integrating students were able to synthesize sources and relate them to personal experiences throughout their papers.PLEASE RESPOND TO BOTH POST BELOWProvide substantive responses t.docx
PLEASE RESPOND TO BOTH POST BELOW
Provide substantive responses to BOTH that add value to the discussion by presenting alternative points of view, asking thought-provoking questions, engaging in respectful critique, and/or adding additional support to course participants’ viewpoints;
(125-150 words each);
1ST POST PLEASE RESPOND TO TRINA’S POST
Starting in the doctoral program presented some challenges for me. Having a master’s degree, I attempted to compare the two academic journeys, now realizing how different they are. Having the support of the professor has truly assisted me in the process of earning a doctoral degree. The course provided insight on the beginning stages of doing research and enhanced scholarly writing. First, deciding on a topic to research and applying the most effective research design that would be most effective in presenting your point of view. After researching the various research designs, I’ve come to realize that a mixed method research design, involving combining or integrating qualitative and quantitative research and data (Creswell, 2014), will be utilized for my research.
Mixed methods focus on:
· Both predetermined and emerging methods
· Both open- and closed- ended questions
· Multiple forms of data drawing on all possibilities
· Statistical and text analysis
· Across databases interpretation (Creswell, 2014).
In one of the course discussions, we were to interview a previous doctoral student and their process on completing their program. In my interview, the individual talked about the importance of their literature review. According to the text, “literature review is the search for related literature on the chosen topic. It is to share with the reader the results of other studies that are closely related to the one being undertaken. It provides a framework for establishing the importance of the study as well as a benchmark for comparing the results with other findings.” (Creswell, 2014). It also relates to the larger, ongoing dialogue in the literature, filling in gaps and extending prior studies (Cooper, 2010) (Marshall, 2011).
TRINA’S CONTINUE
Annotated Bibliography
Isik, U., El Tahir, O., Meeter, M., Heymans, M., Jansma, E., & Croiset, G. &. (2018). Factors Influencing Academic Motivation of Ethnic Minority Students: A Review. SAGE Open, 1-23.
I have chosen to do my research on minority students in post-secondary education, comparing the differences in proprietary institutions, community colleges and career schools. In the article, “Factors Influencing Academic Motivation of Ethnic Minority Students: A Review”, the authors researched factors that may influence motivation of ethnic minority students from their own perspective. The study was based on qualitative measures using meta-ethnography and quantitative measures using meta-analysis. There were positive and negative influences affecting the motivation of the minority students involved in the research. The influences included individual, fami ...
Assignment PurposeThis assignment provides you with an oppo.docx
Assignment Purpose:
This assignment provides you with an opportunity to develop your ability to smoothly and correctly integrate sources into your own written work in APA style. It is worth a possible 70 points.
Assignment Description:
Read the original source below. Then read samples 1-5 that incorporate a quotation from the passage. If the sample correctly integrates the quotation into the sentence, select
Acceptable
. If not, select
Unacceptable
and then write a version that correctly integrates the source.
The final prompt, number 6, provides a section of the text that you will paraphrase.
Original source:
One of the important factors that allows for information literacy to develop in community colleges is the philosophical commitment to teaching and learning. Faculty members spend little time on scholarly research, allowing them more time for interacting with students and for collaboration and professional development. A recent survey by the Higher Education Research Institute at the University of California at Los Angeles found that 64 percent of fulltime community college faculty members spend thirteen or more hours each week actually teaching. About half of the surveyed faculty spend another five to twelve hours preparing to teach, grading, and
reading
student papers. Fewer than 12 percent spend five or more hours per week on research or scholarly writing. The same survey indicated that 85 percent of the participating community college faculty agreed "strongly" or "somewhat" that faculty at their institutions are interested in students' personal problems and that 83 percent agreed "strongly" or "somewhat" that faculty members are interested in the academic problems of undergraduates.
The learning college principles and the emphasis on learning are a natural fit with information literacy, particularly given information literacy's solidification in the ten years since the Branch and Gilchrist article was published. Association of College and Research Libraries’ (ACRL) Information Literacy Competency Standards for Higher Education came four years after the article. For example, accrediting agencies, professional organizations, and state departments of education recognize information literacy as a necessary part of higher education. This mandate from outside the library has been an important tool in developing new and expanding existing information literacy instruction programs. The outside forces encourage acceptance internally and create opportunities to incorporate information literacy in the curriculum in new ways.
Warren, L. A. (2006). Information literacy in community colleges focused on learning.
Reference & User Services Quarterly, 45
(4), 297-303.
1. (Warren, 2006, p. 298) believes that “the philosophical commitment to teaching and learning” is what creates an environment where information literacy can flourish.
Acceptable
Unacceptable
2. Warren (2006) notes that faculty “preparing to teach, gradin.
EDU 7101 4: Library Research and Exploring Your Area of Interest
This is a North Central University course (EDU 7101-4) Assignment 4: Library Research and Exploring Your Area of Interest. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
EDUC 7101 Assignment 4: Library Research
This is North Central University course (EDUC 7101), Assignment 4 . It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
SOC391FAS361 Research Methods PROJECT PIECE #2 WRI.docx
SOC391/FAS361: Research Methods
PROJECT PIECE #2:
WRITING A LITERATURE REVIEW
OVERVIEW
A literature review is a formal way of gathering relevant and trustworthy information
about a topic of interest. In APA-formatted research papers, the literature review is
often incorporated into the introduction. It serves to introduce your reader to your
topic, convey your research question, justify the need and relevance of your topic, and
present your hypotheses.
A key part of a literature review is synthesizing information (not just presenting the
information)! This concept might be foreign to many students (and difficult to grasp at
first), but it is something that will help you be better able to seek out information from
multiple sources and then present it in an organized way to convey your goal or
purpose (again, something that will likely be needed for a future job or research). Be
sure to review the video and posted resources on the Blackboard course site for a more
detailed discussion of a literature review!
INSTRUCTIONS
1. This project piece will center on the research question that you selected in
Project Piece 1. For your remaining project pieces (and your final project), you
will work on developing, investigating, and writing about this topic.
2. Carefully review the information about finding sources and creating literature
reviews on Blackboard.
3. Conduct a review of the literature on your selected topic. Become familiar with
research available on your topic and variables of interest (outcome and
predictor variables).
a. You will want to focus your search on materials that are appropriate for
an academic paper, including journal articles and books. (Review
distinguishing scholarly articles and other types of information and how to
search for scholarly articles on Blackboard). As discussed in the literature
reviews lecture, searching through materials is often a two-step process.
At the beginning of your research process, you will likely gather more
information and references than you will include in your final paper!
Cutting down these sources and integrating/synthesizing them for your
paper will be a very important step!
4. Once you have reviewed the literature, develop a hypothesis! Do you think both
independent variables will be related to your dependent variable? Or just one?
What direction do you think those relationships will be? Review pages 56-59 of
SOC391/FAS361: Research Methods
your textbook for more information on how to construct a hypothesis. You will
integrate this hypothesis into your literature review, but it can be helpful to think
about what you expect before you write your literature review!
5. Write a 3-4 page literature review in APA 6 format (size 10-12 Times New Roman
font with 1-inch margins) that introduces your topic, describes what research has
been done on your outcome variable, discusses what research ha.
Essay plan and structure dw ss_new
The document provides instructions for structuring an essay, including analyzing the question, grouping source materials, taking notes, constructing a thesis statement, writing an outline, finalizing references and citations, editing drafts, getting feedback, and writing a first draft. It discusses developing a thesis statement that takes a stance and is narrow enough to fully support, and includes examples of a reading grid, synthesis grid, and paragraph structure for writing the body of an essay.
Assignment 1 What Is Special About Special Education Research.docx
Assignment 1: What Is Special About Special Education Research?
Effective researchers in the field of special education are acutely aware of the challenges inherent in their investigations. Working with children with exceptionalities brings particularly important responsibilities. These responsibilities include careful attention to the treatment of subjects, validity, and the use of results. Furthermore, theories must be studied using a robust measurement of appropriate variables and a respective statistical analysis.
For this Assignment, you will analyze the challenges facing special education research today as well as evaluate the role and importance of key research elements to the field of special education research.
To prepare:
· Review the required and additional Learning Resources for this module. Pay particular attention to the types of challenges facing the field of special education, research gaps in the literature, and how each may be addressed with valid measurement, theory, and study.
· Consider the role and importance of the following in special education research:
o Measurement
o Theory
o Variables
o Statistical analysis methods
Develop
a 5–8 page paper to utilizing the following section headings:
1.
Challenges to research practices in special education
a. Explain the challenges posed to those who design, implement, and utilize the results of research in the field of special education.
2.
The purpose of measurement in special education
a. Explain the important role and purpose of measurement in supporting valid research in special education.
3.
The role of theory and effective practice
a. Explain the importance of a clearly articulated theory in providing a foundation from which to conduct research and identify effective practices.
4.
Identification of variables
a. Explain the importance of, and process for, identifying research variables.
5.
Statistical methods used in special education
a. Explain the role of specific methods of statistical analysis, and their importance in conducting valid research in special education.
Support your position with specific references to and examples from the Learning Resources, outside peer reviewed research, and personal experience.
Note:
For this Assignment and all scholarly writing in this course and throughout your program, you will be required to use APA style (6th edition). Please use the Walden Writing Center as a resource as you complete assignments. Additionally, review the rubric for requirements for the use of APA style and citation. Points will be deducted for each submission if you do not strictly and accurately use correct APA citations each time you submit your work throughout the course.
Learning Resources
Note:
To access this module’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Required Readings
Florian, L. (Ed.). (2014).
The SAGE handbook of specia.
Week 6 referencing
The document provides guidance on referencing sources in APA style. It discusses the two aspects of referencing: in-text citations and reference lists. Examples are given for how to reference different source types like books, journal articles, and electronic sources. Key points include only referencing information that needs to be cited, following guidelines like APA consistently, and providing a reference list in alphabetical order with full reference details for all cited sources.
Analysis Of Research Trends In Dissertations And Theses Studying Blended Lear...
This document analyzes 205 doctoral dissertations and master's theses about blended learning from the past decade. It finds that research on blended learning has grown significantly in recent years. Most studies examined blends in higher education, with fewer looking at K-12 or corporate contexts. Common research methodologies included qualitative analysis, inferential statistics, and descriptive statistics. Studies covered topics like learner outcomes, instructional design, interaction, technology use, and professional development. The document aims to identify trends in blended learning research and highlight opportunities for future work.
Read one of the articles listed below based on the topic of research.docx
Read one of the articles listed below based on the topic of research you selected in Week 1.
Childhood diabetes
Cammarata, C., Meyer, K. J., Geffken, G., Felipe, D., et al. (2009). Psychosocial issues that affect youth with diabetes.
American Journal of Health Education
,
40
(5), 277–281. Retrieved from the Walden Library databases.
Alcohol use in adolescents
Chuang, Y.-C., Ennett, S. T., Bauman, K. E., & Foshee, V. A. (2009). Relationships of adolescents' perceptions of parental and peer behaviors with cigarette and alcohol use in different neighborhood contexts.
Journal of Youth and Adolescence
,
38
, 1388–1398. Retrieved from the Walden Library databases.
Skin cancer in young women
Pettijohn, T. F., , II, Pettijohn, T. F., & Geschke, K. S. (2009). Changes in sun tanning attitudes and behaviors of U.S. college students from 1995 to 2005.
College Student Journal
,
43
(1), 161–165. Retrieved from the Walden Library databases.
Cardiovascular disease in the minority population
Graham-Garcia, J., Raines, T. L., Andrews, J. O.,, & Mensah, G. A. (2001). Race, ethnicity, and geography: Disparities in heart disease in women of color.
Journal of Transcultural Nursing
,
12
, 56–67. Retrieved from the Walden Library databases.
Childhood immunizations
Findley, S. E., Irigoyen, M., Sanchez, M., Stockwell, M. S., et al. (2008). Effectiveness of a community coalition for improving child vaccination rates in New York City.
American Journal of Public Health
,
98
, 1959–1962. Retrieved from the Walden Library databases.
Long-term care for patients with Alzheimer's disease
McClendon, M. J, Smyth, K. A., & Neundorfer, M. M. (2006). Long-term-care placement and survival of persons with Alzheimer's disease.
The Journals of Gerontology
,
61B
(4), 220-227. (see your week 2 resources area to view the article).
Cultural impact of posttraumatic stress disorder
Nayback, A.-M. (2008). Health disparities in military veterans with PTSD: Influential sociocultural factors.
Journal of Psychosocial Nursing & Mental Health Services
,
46
(6), 43–51. Retrieved from the Walden Library databases.
Privacy with electronic health records
Dimitropoulos, L., & Rizk, S. (2009). A state-based approach to privacy and security for interoperable health information exchange.
Health Affairs
,
28
, 428–434. Retrieved from the Walden Library databases.
To complete
this Application Assignment, write a 2- to 4-page paper answering the following questions:
Abstract and Citation
Did the title assist in identifying whether the article would pertain to your research topic? Why?
Does the abstract clearly summarize the main features of the article? How?
Research Question
Is the research problem easy to identity? Summarize the research problem.
What is the specific research question being asked?
Is the article relevant to the research question you developed? Why or why not?
Source
Was the article a primary or secondary source?
References
How many references does it include?
Are the ref.
EDU 6580
The document provides an overview of a library instruction session on finding and citing scholarly resources. It discusses how to identify scholarly resources, effectively search the library's databases, and cite sources in APA style. Tips are provided on conducting keyword and subject searches. Students are directed to resources for education research, including the library website, research guides, databases, and citation help.
Reference as teaching: Breaking barriers for international students
This document discusses barriers international students face when using library reference services and proposes teaching strategies to overcome these barriers. It finds international students have difficulties with communication, library skills, and knowledge. Their communication is affected by language issues, cultural differences, and negative views of librarians. Their library skills and knowledge are limited by unfamiliar systems and lack of experience. The document suggests learner-centered teaching strategies like empathy, practice, and clear explanations to address these challenges.
Next Generation School Accountability Report-Final
This report proposes moving from Oklahoma's current A-F school grading system to a next generation accountability system called the Educational Quality and Improvement Profile (EQuIP). EQuIP is intended to better support the state's goal of ensuring all students are college and career ready by providing a more comprehensive and transparent assessment of school performance. EQuIP would report not just student outcome data but also meaningful information about school resources and processes that impact student achievement to help schools drive their own continuous improvement efforts. The report finds limitations in the current A-F system and outlines key principles and a two-stage framework for next generation accountability that places greater emphasis on formative feedback to inform school-level decision making.
Running head IDENTITY AND DEFEND1DOCTORAL IDENTITY 4.docx
Running head: IDENTITY AND DEFEND 1
DOCTORAL IDENTITY 4
The Transition of Doctoral student into independent scholar
Grand Canyon University
RES 850
January 20, 2020.
Pifer, M. J., & Baker, V. L. (2016). Stage-based challenges and strategies for support in doctoral education: A practical guide for students, faculty members, and program administrators. International Journal of Doctoral Studies, 11(1), 15-34.
The current article, which appears in, International Journal of Doctoral Studies, is authored by experienced doctoral authors, Meghan J. Pifer and Vicki L. Baker. The authors synthesize a research concerning doctoral studies by systematically considering how the research on doctoral studies can best inform the scholars and their supporters in the doctoral journey. (Pifer and Baker, 2016)
In their findings, these authors bring out three primary phases of doctoral education: Knowledge consumption (first-years joining school and cultivating their identities as doctoral learners); knowledge creation (the candidacy exams, coursework completion and development of the proposal, defense and dissertation); and knowledge enactment (learners endorse the sociocultural and technical knowledge they gained to engross scholar roles).
These authors assert that program effectiveness and success of the student in the doctoral journey would be promoted and elevated through effective communication of policies and guidelines, acceptance and support of culture, resource investment, and regular and frequent feedbacks by faculty administrators and members concluded by reminding those in the doctoral process on the importance of comprehending the three stages and therefore creating awareness of the potential challenges through their transition in the doctoral journey. (Pifer and Baker, 2016)
They encourage proactive responses to the challenges. However, this stage model research and experiences are analyzed from the authors’ own perspective and therefore influenced by their academic biases. (Pifer and Baker, 2016)
Smith, A. E., & Hatmaker, D. M. (2014). Knowing, doing, and becoming: professional identity construction among public affairs doctoral students. Journal of Public Affairs Education, 20(4), 545-564.
This article, found in the Journal of Public Affairs Education, has been authored by Amy E. Smith and Deneen M. Hatmaker, who are prominent leaders in public universities. They examine the process of training and preparing doctoral scholars to become researchers in public domains. The article highlights the construction processes of professional identity and socialization as the primary elements in this public domain doctoral process. It asserts that professional socialization enhances the development of knowledge and the skills which brace the doctoral students for a better understanding of the expectations, behavior, and cultural norms. As a result, the students become fit for carrying out research.
Prof.
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Referencing and Its Styles And Citation.pptx
Referencing is an essential aspect of academic and scholarly writing that ensures proper attribution of sources, demonstrates research integrity, and helps readers find the materials used to support the writer's arguments. Referencing is the practice of acknowledging the sources of information used in a piece of academic or scholarly work. When conducting research, writers often consult various books, articles, websites, and other materials to gather information and support their arguments.
Why Referencing?
Giving Credit to Original Authors: Referencing allows writers to acknowledge and give credit to the original authors or creators of the information, ideas, or quotes used in their work. It demonstrates academic integrity and ethical research practices by recognizing the contributions of others.
Allowing Verification and Further Exploration
Avoiding Plagiarism
Demonstrating Extensive Research
Following Academic Standards: Different academic disciplines and institutions often have specific referencing styles they prefer (e.g., APA, MLA, Chicago).
What is Citation?
Citations can appear as in-text citations, which are brief references within the body of the paper, or as footnotes/endnotes, depending on the citation style being used. In-text citations are more common and are typically used in styles like APA (American Psychological Association) and MLA (Modern Language Association).
When a writer includes a citation in their work, they are essentially pointing readers to the exact source from which the information was obtained. This is typically done by mentioning the author's name, publication year, and, if applicable, page numbers.
Citation, in the context of academic or scholarly writing, refers to the act of providing a reference or acknowledgment within the text to indicate the source of specific information, ideas, or quotes used in the paper. Citations are used to give credit to the original authors or creators of the information being used and to allow readers to locate the full reference in the bibliography or reference list.
Popular Referencing Styles
There are different referencing styles, such as APA (American Psychological Association), MLA (Modern Language Association), Chicago, Harvard, and others. Each style has its own specific format and guidelines for citing different types of sources, including books, journals, websites, interviews, and more. These styles dictate how to present the author's name, publication year, title, publisher, page numbers, and other relevant details in a consistent and standardized manner.
What is APA Style:
The American Psychological Association (APA) introduced the seventh edition of its Publication Manual in 2019, which brought some changes and updates to the citation and referencing guidelines. Here are examples of how to format references in APA style for various types of educational research sources according to the seventh edition:
Examples of APA Styles
Reference entry for a journal article: John
NCPEA 2012 The Future As We See It
This document summarizes a study conducted by seven professors exploring what schools and universities may look like in the mid-21st century. The professors analyzed blog responses from five junior faculty members to identify key themes. Two major themes that emerged were the sociopolitical-economic nexus with education, and the technology nexus with education. For the sociopolitical-economic nexus, blog responses highlighted concerns about the growing influence of politics and corporations on education policy and the threats this poses to public education. Respondents called for educational leaders to become stronger advocates for public education. The second theme examined the growing impact of technology on education.
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EDU 7101 4: Library Research and Exploring Your Area of Interest
EDU 7101 4: Library Research and Exploring Your Area of Interest
SOC391FAS361 Research Methods PROJECT PIECE #2 WRI.docx
SOC391FAS361 Research Methods PROJECT PIECE #2 WRI.docx
Assignment 1 What Is Special About Special Education Research.docx
Assignment 1 What Is Special About Special Education Research.docx
Analysis Of Research Trends In Dissertations And Theses Studying Blended Lear...
Analysis Of Research Trends In Dissertations And Theses Studying Blended Lear...
Read one of the articles listed below based on the topic of research.docx
Read one of the articles listed below based on the topic of research.docx
Reference as teaching: Breaking barriers for international students
Reference as teaching: Breaking barriers for international students
Next Generation School Accountability Report-Final
Next Generation School Accountability Report-Final
Running head IDENTITY AND DEFEND1DOCTORAL IDENTITY 4.docx
Running head IDENTITY AND DEFEND1DOCTORAL IDENTITY 4.docx
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According to the NASW Code of Ethics section 6.04 (NASW, 2008), .docx
According to the NASW Code of Ethics section 6.04 (NASW, 2008), social workers are ethically bound to work for policies that support the healthy development of individuals, guarantee equal access to services, and promote social and economic justice.
For this Discussion
, review this week’s resources, including
Working with Survivors of Sexual Abuse and Trauma: The Case of Rita
and “The Johnson Family”. Consider what change you might make to the policies that affect the client in the case you chose. Finally, think about how you might evaluate the success of the policy changes.
By Day 3
Post
an explanation of one change you might make to the policies that affect the client in the case. Be sure to reference the case you selected in your post. Finally, explain how you might evaluate the success of the policy changes.
Working With Survivors of Sexual Abuse and Trauma: The Case of Rita
Rita is a 22-year-old, heterosexual, Latina female working in the hospitality industry at a resort. She is the youngest of five children and lives at home with her parents. Rita has dated in the past but never developed a serious relationship. She is close to her immediate and extended family as well as to her female friends in the Latino community. Although her parents and three of her siblings were born in the Dominican Republic, Rita was born in the United States.
A year ago, Rita was sexually assaulted by an acquaintance of a male coworker. Rita and a female coworker met Juan and Bob after work at a local bar for a light meal and a few drinks. Because Rita had to get up early to work her shift the next day, Bob offered to drive her home. Instead of taking Rita directly home, however, he drove to a desolate spot nearby and assaulted her. Afterward, Bob threatened to harm her family if she did not remain silent and proceeded to drive her home. Although Rita did not tell her family what happened, she did call our agency hotline the next day to discuss her options. Because Rita’s assault occurred within the 5-day window for forensic evidence collection of this kind, Rita consented to activation of the county’s sexual assault response team (SART). Although she agreed to have an advocate and the sexual assault nurse examiner (SANE) meet her at the hospital, Rita tearfully stated that she did not want to file a police report at that time because she did not want to upset her family. The nurse examiner interviewed Rita, collected evidence, recorded any injuries, administered antibiotics for possible sexually transmitted infections, and gave Rita emergency contraception in case of pregnancy. The advocate stayed with Rita during the procedure, supporting her and validating her experience, and gave her a referral for individual crisis counseling at our agency.
My treatment goals for Rita included alleviation of rape trauma syndrome symptoms that included shame and self-blame, validation of self-worth and empowerment, and processing how it would feel to discl.
According to the text, crime has been part of the human condition si.docx
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1) Determine if the Ex Post Facto Clause can prohibit increased federal minimum sentencing guidelines and provide a rationale.
2) Explain the distinction between criminal, tort, and moral wrongs, and support or criticize the premise that moral laws have higher standards than criminal law.
3) Identify and discuss the differences between solicitation and conspiracy to commit a crime, and support or criticize the unilateral approach to conspiracy convictions.
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According to Kirk (2016), most of your time will be spent work with your data. The four following group actions were mentioned by Kirk (2016):
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Data examination: Identifying physical properties and meaning
Data transformation: Enhancing your data through modification and consolidation
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According to the Council on Social Work Education, Competency 5: Engage in Policy Practice:
Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation.
Walden’s MSW program expects students in their specialization year to be able to:
Evaluate the implication of policies and policy change in the lives of clients/constituents.
Demonstrate critical thinking skills that can be used to inform policymakers and influence policies that impact clients/constituents and services.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To prepare
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The Assignment (2-3 pages): Social Problems is Ex-cons finding Jobs Opportunities in State of California. The Agency is Called "Manifest" the website is Manifest.org
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Identify specific methods to address the social problems
Explain how the agency and student can advocate to change the social problem
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.
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Book: Kirk, A. (2016). Data visualisation a handbook for data driven design. Los Angeles, CA: Sage.
Data acquisition: Gathering the raw material
Data examination: Identifying physical properties and meaning
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Data exploration: Using exploratory analysis and research techniques to learn
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According to Kirk (2016), most of your time will be spent working with your data. The four following group actions were mentioned by Kirk (2016):
Data acquisition: Gathering the raw material
Data examination: Identifying physical properties and meaning
Data transformation: Enhancing your data through modification and consolidation
Data exploration: Using exploratory analysis and research techniques to learn
Select 1 data action and elaborate on the actions preformed in that action group.
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According to Davenport (2014) the organizational value of healthcare analytics, both determination and importance, provide a potential increase in annual revenue and ROI based on the value and use of analytics. To complete this assignment, research and evaluate the challenges faced in the implementation of healthcare analytics in the Health Care Organization (HCO) or health care industry using the following tools:
The paper must also address the following:
Application of PICO (problem, intervention, comparison group, and outcomes) to the challenge identified in your research.
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Must be two to four double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center. (Links to an external site.)
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least three scholarly sources in addition to the course text.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.
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According to the authors, privacy and security go hand in hand; and hence, privacy cannot be protected without implementing proper security controls and technologies. Today, organizations must make not only reasonable efforts to offer protection of privacy of data, but also must go much further as privacy breaches are damaging to its customers, reputation, and potentially could put the company out of business. As we continue learning from our various professional areas of practice, its no doubt that breaches have become an increasing concern to many businesses and their future operations. Taking Cyberattacks proliferation of 2011 into context, security experts at Intel/McAfee discovered huge series of cyberattacks on the networks of 72 organizations globally, including the United Nations, governments and corporations.
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According to the Council on Social Work Education, Competency 5: Engage in Policy Practice:
Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation. Social workers:
Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services;
Assess how social welfare and economic policies impact the delivery of and access to social services;
Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To prepare: Working with your field instructor, identify, evaluate, and discuss policies established by the local, state, and federal government (within the last five years) that affect the day to day operations of the field placement agency.
The Assignment (1-2 pages): (In The States California. The Good Seed is a Drop-In center for 18-25 years!
Describe the policies and their impact on the field agency.
Propose specific recommendations regarding how you, as a social work intern, and the agency can advocate for policies pertaining to advancing social justice for the agency and the clients it serves.
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According to the authors, privacy and security go hand in hand; and hence, privacy cannot be protected without implementing proper security controls and technologies. Today, organizations must make not only reasonable efforts to offer protection of privacy of data, but also must go much further as privacy breaches are damaging to its customers, reputation, and potentially could put the company out of business. As we continue learning from our various professional areas of practice, its no doubt that breaches have become an increasing concern to many businesses and their future operations. Taking Cyberattacks proliferation of 2011 into context, security experts at Intel/McAfee discovered huge series of cyberattacks on the networks of 72 organizations globally, including the United Nations, governments and corporations.
From this research revelation in our chapter 11, briefly state and name the countries and organizations identified as the targeted victims?
Use the APA format to include your references. Each paragraph should have different references and each para should have at least 4 sentences.
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Must be in APA format with references and citations.
.
According to the authors, countries that lag behind the rest of the .docx
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According to Peskin et al. (2013) in our course reader, "Studies on early health risk factors, including prenatal nicotine/alcohol exposure, birth complications, and minor physical anomalies have found that these risk factors significantly increase the likelihood of anti-social and criminal behavior throughout life." What policy changes might you suggest to help curtail the occurrence or effects of these risk factors? Remember to think about public health policy, not just criminal policy.
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According to Franks and Smallwood (2013), information has become the lifeblood of every business organization, and that an increasing volume of information today has increased and exchanged through the use of social networks and Web2.0 tools like blogs, microblogs, and wikis. When looking at social media in the enterprise, there is a notable difference in functionality between e-mail and social media, and has been documented by research – “…that social media differ greatly from e-mail use due to its maturity and stability.” (Franks & Smallwood, 2013).
Q: Please identify and clearly state what the difference is?
Use the APA format to include your references. Each paragraph should have different references and each para should have at least 4 sentences.
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According to Ang (2011), how is Social Media management different than traditional Customer Relationship Management (CRM)? Define the four pillars of social media (connectivity, conversations, content creation and collaboration) and analyze how each pillar can be used to aid Social Media management. Identify the benefits Social Media management. Provide examples to illustrate each point.
The paper must be 1-2 pages in length (excluding title and reference page) and in APA (6th edition) format. The paper must include the Ang (2011) article in correct APA format.
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According to (Alsaidi & Kausar (2018), "It is expected that by 2020, around 25 billion objects will become the part of global IoT network, which will pose new challenges in securing IoT systems. It will become an easy target for hackers as these systems are often deployed in an uncontrolled and hostile environment. The main security challenges in IoT environment are authorization, privacy, authentication, admission control, system conformation, storage, and administration" (p. 213).
Discuss and describe the difference between a black hole attack and a wormhole attack.
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- 1. Sample Annotated Bibliography Some of your courses at Ashford University will require you to write an annotated bibliography. An annotated bibliography is a working list of references— books, journal articles, online documents, etc.—that you will use for an essay, research paper, or project. Although there are no strict formatting guidelines for the annotated bibliography itself, each reference should be cited in APA format. After each citation, provide a summary of the source, indicating how it will inform your essay, research paper, or project. Many pertinent ideas and supporting details come from analyzing and summarizing your sources. An annotated bibliography helps you get a head start on your assignment, and it encourages you to focus your topic as you assess each source, choosing the key ideas and sources that are most
- 2. valuable for your assignment. Also, you can keep track of your sources as well as the correct formatting for each reference. Note: Many of the references listed here are older sources. Please be aware that some Ashford classes may require that students use sources that were published within the last five years. Provided below is a sample annotated bibliography. Annotated Bibliography Aslanian, C. B. (2001). Adult students today. New York, NY: The College Board. Exceptional resource for statistics on adult learners and their motivation for returning to school. The author presents a study spanning 20 years that illustrates extensive demographics including average age, income, travel distance, cost, ethnicity, gender, religion, and field of study. Brookfield, S. (n.d.). Adult learning: An overview. Retrieved from
- 3. http://www.nl.edu/ace/Resources/Documents/AdultLearning.htm l Excellent and thorough article covering four major research areas: self-directed learning, critical reflection, experiential learning, and learning to learn. The author refutes current definitions of adult learning and motivation and proposes instead that culture, ethnicity, and personality have greater significance than are espoused in current descriptions of adult learners. This article is interesting to consider because it diametrically opposes the existing and widely accepted views on the subject. Donaldson, J. F., Graham, S. W., Martindill, W., & Bradley, S. (2000). Adult undergraduate students: How do they define their experiences and their success? Journal of Continuing Higher Education, 48(2), 2–11. Retrieved from the ERIC database. A small study confirming current thinking that adults return to school for primarily external reasons, e.g., a major life event or career advancement. The research further
- 4. illustrates that actual success in learning comes from an internal locus of control that includes life experience, maturity, motivation, and self- monitoring. Marienau, C. (1999). Self-assessment at work: Outcome of adult learners’ reflections on practice. Adult Education Quarterly, 49(3), 135. Retrieved from the ProQuest Central database. A qualitative study of adults in graduate programs and their use of self-assessment and experiential learning from the perspectives of performance at work and personal development. This article is enlightening, for it explores the benefits to the adult learner of self-assessment and introspection. The concept of purposefulness and the need for the adult learner to connect learning with concrete experience are discussed. Merriam, S. B., & Caffarella, R. S. (2001). Adult learning theories, principles and applications. San Francisco, CA: Wiley. This is a textbook used for the training of instructors of adult students. The text contains
- 5. several excellent and pertinent chapters devoted to the self- determination of the adult student and the need for programs to be designed that allow adults to use their problem- solving skills. Moore, B. L. (1999). Adult student learners. Retrieved from http://www.sa.psu.edu/sara/pulse/adults_65shtml This website contains a survey of adult learners’ perceptions of their educational experience at Penn State. The study contains a large survey sample and generally confirms the findings of other studies at major universities. The important information gleaned is that the emphasis on adult learner programs at traditional universities is a much higher priority due to the increasing population of adult students. Sheldon, K. M., & Houser, M. L. (2001). General motivation for college measure. Journal of Personality and Social Psychology, 80, 152–165. Retrieved from the OVID database. This source is a psychosocial instrument designed to measure
- 6. adult students’ general motivation for attending college. This instrument is appropriate to my research topic because it profiles adult students and rates motivation in terms of both intrinsic and extrinsic factors. It supports the findings in my other sources and adds another component: the pursuit of happiness.